PORTFOLIOMARIA PAULA ISNALDI

TEACHER: OSCAR MARINO

INTRODUCCION AL DISEÑO CURRICULAR 6º AÑO

FIRST MEETING

We started the meeting speaking about

assessment. We filled in these two columns.

WHAT I KNOW WHAT I WANT TO KNOW

There are many ways in which we can evaluate our students. It can be formal assessment like tests, practical works, etc. or informal assessment connected to the performance of the tasks, peer work, role playing, etc.

I’d like to know what is more important in CLIL methology whether to assess contents or skills and how to be fair when you have to give a passing mark since projects and CLIL tasks make a lot of emphasis on proccesses.

ASSESMENT FOR/AS/OF LEARNING

We also read and analyzed theory about Assessment for Learning which is designed to give teachers information to modify and differentiate teaching and learning activities (Formative Assessment). Assessment As Learning which is a proccess of developing and supporting metacognition for students (Self-Assessment) and Assessment Of Learning which is used to confirm what students know and can do, if they have achieved the curriculum outcomes (Summative Assessment)

Five Basic QuestionsWe also analyzed the 5 Basic Questions that

teachers must bear in mind in every step of the process of assessment

WHY AM I ASSESSING? WHAT AM I ASSESSING? WHAT ASSESSMENT METHOD SHOULD I USE? HOW CAN I ENSURE QUALITY IN THIS

ASSESSMENT PROCESS? HOW CAN I USE THE INFORMATION FROM THIS

ASSESSMENT?

MY REFLECTION ON THE MEETING From the materials worked during the meeting and the

ones I read at home from Fulcher I can conclude that as teachers we have different reasons for testing (achievement, diagnosis, placement, proficiency) and our role is to promote the development of independent learners through assessment since we sould model and teach the skills of self-assessment, guide students to develop internal feedback and self-monitoring, provide regular and challenging activities to practice and create a safe environment for students to take chances

I also found it very useful the following classification of assessment

FORMAL ASSESSMENT - DIAGNOSTIC TESTS

- ACHIEVEMENT TESTS

ALTERNATIVE, INFORMAL - PORTFOLIOS

OR AUTHENTIC ASSESSMENT - PERFORMANCE ASSESSMENT

- SELF ASSESSMENT/PEER-ASSESSMENT

- TEACHER-STUDENT CONFERENCE

SECOND MEETING

We talked about a text called “Take a last look” since our homework was to work with it and find the 5 basic questions of assessment. We exchanged our reflections.

We also analyzed “objetivos de aprendizaje para 6º año from Diseño Curricular, which I summarized with these key words.

Comprender textos orales y escritos Producir textos orales y escritos Reconocer y producir vocabulario tècnico y especìfico Desarrollar estrategias de acceso a informaciòn Ganar autoestima y confianza

CLIL METHODOLOGY In this meeting we made revision of CLIL methology which is

always enriching as we reinforced concepts previously learnt. Working with CLIL is real challenge so it`s a good idea to start small.

We also highlighted the assessment principles in CLIL which suggest that we should

o Include a mixture of formal and informal assessmento Let our students familiarize with assessment measures and

criteria.o Assess language for a real purpose and in real contexto Let students think and give them “wait time”o Encourage students to take responsibility of their own

assessment.

THIRD MEETING

CLIL TOOLKITWe worked with the toolkit at home. We were supposed

to criticize 3 projects following the toolkit and we had to plan a unit following it.

I worked with Amelia and Stella and we designed three different projects under the same thread “The importance of work within the historical and social contexts” and I prepared the unit “Globalization and Jobs”. We made the projects following the toolkit which I found really worth using. It’s great how you can organize your units successfully connecting the 4 Cs as CLIL methology states. All the theory into practice !

We shared all in the meeting.

CLIL TOOLKITTo develop the mind map we followed the 4 steps described in Stage 3.1. We considered CONTENT.2. We connected content and COGNITION selecting the thinking

skills, problem solving and creativity (we used Bloom’s revised Taxonomy)

3. COMMUNICATION: We included the language tryptich (language FOR, OF, AS learning)

In language of learning we included the language needed to access new knowledge and understanding.

In language for learning we included the language needed to carry out the planned activities.

In language as learning we included the language that would emerge involving the use of dicionaries and the teacher support.

4. We designed tasks to developing CULTURE awareness and opportunities to understand others.

My mind map

GLOBALIZATION AND JOBS

COMMUNICATION COGNITION

CULTURE CONTENT

FAMILY SURVEY

WORKING CONDITIONS 30 YEARS AGO

EVOLUTION OF WOMEN’S JOB IN THE WORLD. POSTERS WITH PICTURES SHOWING THE

CHANGES

ECONOMIC SITUATION IN ARGENTINA AND CHILD

LABOR

JUB SECURITY

TOP SKILLS REQUIRED FOR A JOB

QUALITY AND CONDITIONS

OF JOBS

TRADE AND CHILD LABOR

IDENTIFYING KEY

CONCEPTS

UNDERSATNDING MAIN

INFORMATION AND CLASSIFYING

IT

RECOGNISING AND INFERRING

TEXTS AND GRAMMAR

CREATING A PRESENT SHOWING

GRAPHS AND CONCLUTIONS

APPLYING INFORMATION IN SURVEYS

COMPARING DIFFERENT PIECES OF

INFORMATION

PREDICTING SITUATIONS

LANGUAGE THROUGH LEARNING

USING DICTIONARY

RECOGNIZING AND PREDICTING

NEW WORDS THROUGH CONTEXT

RECYCLING QUESTION MAKING

EXPRESSING DIFFERENCES

LANGUAGE FOR LEARNING MAKING

COMPARISONS

WRITING CONCLUSIONS

MAKING GRAPHS WITH

SURVEYS RESULTS

READING STRATEGIES

FOR DIFFERENT TYPE OF TEXTS

LANGUAGE OF LEARNING

DEGREES OF PREDICTION WILL/MADE

COULD

PASSIVE VOICE

KEY VOCABULARY

PRESENT PERFECT

CONTINUOUS

A

CLASSROOM LANGUAGE

INFINITIVE GERUND

GLOBAL GOAL: The importance of work within the historical and social context. UNIT TITLE: Globalization and Jobs.

GLOBALIZATION

INTRODUCTION TO PORTFOLIOS

We started working with the notion of portfolios so that we could start creating ours at home.

We learnt that they provide evidence of someone’s knowledge, skills and or dispositions.

SUMMATIVE TASK

PORTFOLIOS From what I read at home I can say that Portfolios

constitute a collection of reflective writing and associated evidence which represent a move towards learner-centred, self-directed, peer-to-peer and autonomous learning

They can motivate students to learn because they have the power to make connections between theory and practice.

I also learnt that e-portfolios are multimedia representations of learning achievements and they may include

texts, photographs, illustrations, diagrams, spreadsheets, power point presentations, digital images, videos, music and sounds, voice recordings, links to useful and interesting websites

MY REFLECTION ON PORTFOLIOS

A great advantage of Portfolios is that they give information to students, parents, teachers and members of the community about what they have learnt or are able to do.

I think portfolios are a perfect tool to see our students’ improvement , they can be proud of their work and can also see their evolution and progress to the final product.

WASHBACKo As homework we had to read the material and analyze what this term is. o I could learn that tests have effects on classrooms. If the test was well designed it

has positive practical effects. WASHBACK refers to the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language learning.

o There are washback hypotheses saying that a test can influence WHAT TEACHERS teach, HOW TEACHERS teach, WHAT LEARNERS learn, HOW LEARNERS learn, the RATE and SEQUENCING of teaching and learning, ATTITUDES to the content, method, etc. of teaching and learning.

o To detect washback we should analyze teacher-prepared lesson plans, teacher-prepared activities, selected texbooks and other resources. We can meet teachers’ teaching goals checking if the materials are deliberately developed to teach the skills that learners think the test measures.

o Our role as teachers is to plan a curriculum that enables the acquisition of the tested abilities. We should also bear in mind that no single assessment can measure everything in a set of content standards.

CONSTRUCTS

We had to read and learn what this term means. I learnt that CONSTRUCTS are the abilities of learners which underlie test performance but we cannot directly observe i.e. intelligence, attitude, fluency.

We can distinguish LOWER LEVEL PROCESS in reading lexical access (the speed with which readers remember the meaning of words) and HIGHER LEVEL CONSTRUCTS in reading the information of a mental text model which represents in the mind the main proportions of a text together with its supporting ideas and examples.

LAST BUT NOT LEAST

I developed the teaching sequence for some classes from my unit “Globalization and Jobs”

The mind map created following the Toolkit was a fantastic help to clearly know where to go

TEXT USED IN THE TEACHING SEQUENCE PROJECTS.docx

CONCLUSION

I can say that I found the course very interesting since I’ve learnt new concepts that I can immediately apply in my everyday practice. The two most appealing new concepts were in my opinion the use of the CLIL Toolkit to plan and the use of Portfolios for assessment.

Now I can fill in the third column from the first meeting

WHAT I LEARNT

New concepts of theory and practice related to-Assessment for/of/as learning-Using CLIL TOOLKIT-Portfolio Assessment-Different options of informal assessment-Washback effects- Constructs

THANK YOU

SEE YOU SOON !!